Learning to Listen Participant Guide: Order 1 per participant.
Statistics show that people remember only half of what they hear, even moments after they've heard it. Surprising?
The fact is that although most of us like to think we're good listeners, almost everyone needs to improve their listening skills. Research shows that when people improve their listening skills, there is an increase in morale, safety, quality, sales, and productivity, as well as a decrease in unnecessary turnover and absenteeism.
In addition, employees with effective listening skills are more productive with new technologies, and organizations that listen to clients are rewarded with a competitive advantage.
Learning to Listen is a communication assessment that focuses on both the visible and invisible aspects of listening behavior and measures listening skill in 3 dimensions: Staying Focused, Capturing the Message, and Helping the Speaker. The training assessment also provides individuals with their Overall Listening Effectiveness Score.
While other similar communication assessments identify listening style, Learning to Listen measures listening skills. Focusing on concrete behaviors allows participants to immediately take action on their listening strengths and weaknesses and create an action plan for improvement. The result is employees who are better equipped to handle customer complaints, negotiating contracts, manage teams, and more.
- Identify listening skills strengths and areas for improvement
- Define what it means to listen and understand the importance of effective listening skills at work
- Understand common barriers to effective listening
- Identify behaviors that are associated with effective listening
- Improve listening skills
Theory and Development
The Learning to Listen assessment was developed in response to specific requests for training resources on listening. While some customers told us that they expected to teach listening as a stand-alone topic, most said they intended to present listening as a component of a broader skill set. Learning to Listen is flexible enough to serve both applications. Learning to Listen measures listening skills rather than listening styles for a specific reason. First, a skills approach is more practical. Participants are more likely to put new skills to use right away. Secondly, skills are more concrete than styles. Participants will find them easier to relate to. Finally, and perhaps most importantly, skills are more changeable than styles, so participants will have a better chance of acting on the self-knowledge they get from completing this instrument. Uses for the Assessment
Learning to Listen can be used as the centerpiece of a stand-alone workshop on listening skills, or it can be incorporated into a more comprehensive training program on
- customer service
- team building
- decision making
- interpersonal skills
TIME: 1 hour
- Self assessment takes approximately 15 minutes to complete (individuals respond to 30 statements about listening behavior during one-on-one conversations).
- Scoring: Scores reveal skill level in each of the 3 Dimensions of Listening (Staying Focused, Capturing the Message, and Helping the Speaker), and individuals also discover their Overall Listening Effectiveness Score.
- Debrief: use additional time for interpretation of the scores, discussion of results, debriefing, and action planning.
Facilitator Guide: The Learning to Listen Facilitator Guide (#RBLTLF, purchased separately) includes everything you need to lead a successful training session from comprehensive background information and activities, to reproducible handouts and even a professional PowerPoint presentation. The Facilitator Guide also offers an easy-to-follow workshop outline that expands Learning to Listen into a 2-hour program.
What to Order
You will need to order a Facilitator Guide per trainer and 1 Print Participant Guide for each individual learner. The Facilitator Guide is purchased separately (See #RBLTLF). The Participant Guide includes includes pressure-sensitive forms for scoring to aid manual tabulation, and interpretive information, worksheets, and action planning.)
Published by HRDQ
Laurie Ribble Libove, MS
Kate Wartchow, PhD
Cathy J. Proviano, MEd